A. The two 5th Grade MCAS questions that correspond with physics are # 3 - Which of the following statements best describe a complex machine? and number #7 - The picture below shows a battery powered electric car. The chemical in the battery is changed into electrical energy when the car is being driven. The electrical energy is then changed into other forms of energy in the car. Identify three parts of the car that use electrical energy and describe how the energy is changed.
B. Question 3 and 7 coincide with the MA State Frameworks Standard 1.3, 2.3 & 2.4 for grades 3-5.
C. We are currently not working with a science curriculum map.
D. As a new teacher, I haven't had the chance to work with any of these standards. Most of the MA State Standards for physical science having to do with energy are covered in 5th grade and not in 4th.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Stage 1 Activity: Objective: Students will discover the the connection between physical adaptations of birds (wings) and the physics of flight.
Activity type: Conceptual Knowledge Building - Students will show what they already know about birds and using their wings for flight
Instructions: -Students will partner up -Working with their partner and using their science notebooks, students will write down everything they know about birds and wings (10 minutes max). -After 10 minutes, each pair will join another pair and share their ideas (10 minutes) -After another 10 minutes, groups of four will then share out their ideas about birds and flight -Teacher will have students take turns adding the class' ideas to an online document using Google Docs. so that it is an every changing tool for the class
Students will be informally assessed - teacher will walk around while students are paired up and notice and listen to what they are talking about and what they are writing in their science notebooks.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
The 3 Concepts that students will need to know are: 1. What is friction? 2. How friction is a force that slows down objects 3. Real world examples of how friction slows down objects
The students will be using Xtranormal to show what they have learned about friction.
Using the knowledge that they have gained, students will create an Xtranormal video telling/showing what friction is and including 3-4 real world examples of how friction slows down objects.
Objective: Students will be able to look for patterns and make connections between numbers using learned number sense.
Task:
-Working in groups of 4 students will be given one of two possible black boxes.
-Students will have to work together using their number sense to discover what the mystery number on the bottom of the box is
-Teacher will help with prompts along the way if students seem stuck
-Students will record all of their observations in their science notebooks
-Class as a whole will discuss findings after each group has been given 25 minutes to figure out the mystery number - if some groups figure out their mystery number quickly, they will be given the other black box option to figure out
Understand that friction is the force that slows down objects when they rub together.
Demonstrate that the surface type and the amount of force pressing two surfaces together impacts friction.
Standard - MA curriculum standard:
Physical Science (Chemistry and Physics), Grades 3-5
Forms of Energy
4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change. 5. Give examples of how energy can be transferred from one form to another.
Technology/Engineering, Grades 3-5
2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. Task - You will be working together to construct a ramp that that allows your car to: 1. Travel two feet 2. Travel five feet 3. Travel down the length of the classroom but stop on its own before hitting a wall or door
One member of each group will be videotaping the construction process using a Flip Camera. The group will then be working together to edit their video using vimeo and put it on our class blog.
Materials
Several matchbox cars of different sizes and styles
Several large, thick books (such as textbooks) for elevating the ramp
Large piece of foam board or wooden ramps
Beach towel
Yardstick or other measuring device
Masking tape
Pencil
Sandpaper
Lego foundation (large plastic piece with small bumps)
One member of each group will gather the materials
One member will be elected to do the videoing using the Flip Camera
Students will use materials provided to investigate a way to complete all three trials - travel two feet, travel five feet and travel the length of the classroom but stop before a door or a wall. (25 min)
When students have completed all three trials successfully and they have been successfully videoed, students will use a classroom computer or a laptop from the laptop cart to download their video onto Vimeo.com.
Using vimeo, students will be able to edit their videos, showing the construction of their ramps and the completion of their trials.
Once students have completed their videos, they will then upload them to the class blog.
Grouping - Students will be broken into groups of 2 or 3
Web 2.0 - Students will use vimeo to download their videos from a flip camera and then post their videos to our classroom blog.
Assessment - Students will be assessed on their ability to complete the three trials, video it, edit it and upload it to the classroom blog.
Workshop 7 - Lesson Plan Template
Your name: Gretchen Mayr
Matchbox Friction State Standards: Physical Science (Chemistry and Physics), Grades 3-5
Forms of Energy
4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.
5. Give examples of how energy can be transferred from one form to another.
Technology/Engineering, Grades 3-5
2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. Lesson Question: What is friction and what surfaces can be used to speed up or slow down a matchbox car? Objectives: Students will be able to:
Understand that friction is the force that slows down objects when they rub together.
Demonstrate that the surface type and the amount of force pressing two surfaces together impacts friction.
Introduction: Have you ever wondered what causes cars to slow down? Why you can push a matchbox car down the hallway and it will eventually come to a complete stop? Together we will be learning about friction and how it can cause objects to stop or slow down. Task: You are tasked with the job of doing car race trials down a surface. It is your job to come up with a way to make cars slow down and stop at certain distances, without allowing them to crash into another object.
Materials:
Several matchbox cars of different sizes and styles
Several large, thick books (such as encyclopedias) for elevating the foam board
Large piece of foam board
Beach towel
Yardstick or other measuring device
Masking tape
Pencils
Science Notebooks
Sandpaper
Quarters
Lego foundation (large plastic piece with small bumps)
8 Flip Cameras
Computers/Laptops
Process (include all steps of the lesson procedure): Day 1:
Get together in groups of 2-3 students
Figure out which student will be the videographer and which student(s) will be the constructors/designers. All students should work together to share ideas.
You need to build a contraption – using all of the materials provided – that allows your matchbox car to:
Travel two feet
Travel five feet
Travel the length of the classroom, but stop on its own before hitting a wall or door
You need to discover what you can use to make the car move a certain distance but then stop without putting something in its way to make it stop.
The videographer should be making sure that they use the Flip Camera to capture their team’s creative process. Make sure you show when your team successfully completes each trial.
Those students who are not videographers should be using their science notebooks to sketch ideas and take notes of what worked and what didn’t work during your design process.
You have 45 minutes to work freely with your group, videoing and making sure you have completed your trials successfully.
Day 2:
Get together with your groups
Using a classroom computer or a laptop from the laptop cart, upload your video from yesterday’s class (from the Flip Camera) to Stroome.com
Work together with your group to edit your video, remember you want to show your group’s creative process, 1-2 of your errors and your successful trials. Your videos should be no longer than 8 minutes.
Once your video is complete, your group needs to download the video from Stroome.com to our classroom blog on Blogspot.com
Make sure you create a caption for your video – explain what it is showing and who is a part of the group.
Day 3:
Together we will watch the following YouTube.com video about friction to give us some more insight into the topic:
Conclusion: Students will have utilized the technology that they have available, to show their inquiry work with friction. Assessments: Students will be assessed based on their ability to work in a group, use of in class work time and final video. Assessment Rubric
Assessed on:
4
3
2
1
Upload video to Stoome.com
Upload it so that the video can be edited
Uploaded the video – needed help from others for uploading and editing
Uploaded video – had trouble accessing editing tools or couldn’t use the editing tools
Video could not be uploaded
Edit video to include necessary details
Video is edited and includes group’s creative process, 1-2 errors and successful trials
Video is edited but only includes part of the requirements
Video is edited but doesn’t include any of the required parts
Video is not edited
Put your video on the classroom blog
Video is placed on the class blog and has appropriate captions
Video is placed on the class blog but has inappropriate captions
Video is placed on the blog but not captions are included
Video was not placed on the blog
Effectively worked in your group
Worked together effectively all of the time to solve your problem and finish your work
Worked together some of the time to solve your problem and finish your work
Had trouble working together and had trouble solving your problem or finish your work
Didn’t work together and didn’t solve the problem or finish your work
Used in class work-time wisely
Worked efficiently to get your work done
Worked efficiently some times to get your work done
Workshop Wiki Page - Gretchen Mayr
Workshop 2 - MCAS Assessments & Curriculum Mapping
A. The two 5th Grade MCAS questions that correspond with physics are # 3 - Which of the following statements best describe a complex machine? and number #7 - The picture below shows a battery powered electric car. The chemical in the battery is changed into electrical energy when the car is being driven. The electrical energy is then changed into other forms of energy in the car. Identify three parts of the car that use electrical energy and describe how the energy is changed.
B. Question 3 and 7 coincide with the MA State Frameworks Standard 1.3, 2.3 & 2.4 for grades 3-5.
C. We are currently not working with a science curriculum map.
D. As a new teacher, I haven't had the chance to work with any of these standards. Most of the MA State Standards for physical science having to do with energy are covered in 5th grade and not in 4th.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity:
Objective: Students will discover the the connection between physical adaptations of birds (wings) and the physics of flight.
Activity type:
Conceptual Knowledge Building - Students will show what they already know about birds and using their wings for flight
Instructions:
-Students will partner up
-Working with their partner and using their science notebooks, students will write down everything they know about birds and wings (10 minutes max).
-After 10 minutes, each pair will join another pair and share their ideas (10 minutes)
-After another 10 minutes, groups of four will then share out their ideas about birds and flight
-Teacher will have students take turns adding the class' ideas to an online document using Google Docs. so that it is an every changing tool for the class
Online component:
Google Docs.
Classroom materials:
Science Notebooks
Pencils
Computer
Projector
Timer
Assessment:
Students will be informally assessed - teacher will walk around while students are paired up and notice and listen to what they are talking about and what they are writing in their science notebooks.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
The 3 Concepts that students will need to know are:
1. What is friction?
2. How friction is a force that slows down objects
3. Real world examples of how friction slows down objects
The students will be using Xtranormal to show what they have learned about friction.
Using the knowledge that they have gained, students will create an Xtranormal video telling/showing what friction is and including 3-4 real world examples of how friction slows down objects.
www.xtranormal.com
This is awesome! Thank you so much for sharing
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: Students will be able to look for patterns and make connections between numbers using learned number sense.
Task:
-Working in groups of 4 students will be given one of two possible black boxes.
-Students will have to work together using their number sense to discover what the mystery number on the bottom of the box is
-Teacher will help with prompts along the way if students seem stuck
-Students will record all of their observations in their science notebooks
-Class as a whole will discuss findings after each group has been given 25 minutes to figure out the mystery number - if some groups figure out their mystery number quickly, they will be given the other black box option to figure out
Black Box Templates:
Stage 2 Activity:
Objective(s) - Students will be able to:
Standard - MA curriculum standard:
- Physical Science (Chemistry and Physics), Grades 3-5
- Forms of Energy
4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.5. Give examples of how energy can be transferred from one form to another.
- Technology/Engineering, Grades 3-5
2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.Task - You will be working together to construct a ramp that that allows your car to:
1. Travel two feet
2. Travel five feet
3. Travel down the length of the classroom but stop on its own before hitting a wall or door
One member of each group will be videotaping the construction process using a Flip Camera. The group will then be working together to edit their video using vimeo and put it on our class blog.
Materials
- Several matchbox cars of different sizes and styles
- Several large, thick books (such as textbooks) for elevating the ramp
- Large piece of foam board or wooden ramps
- Beach towel
- Yardstick or other measuring device
- Masking tape
- Pencil
- Sandpaper
- Lego foundation (large plastic piece with small bumps)
- Quarters
- www.vimeo.com
- www.blogspot.com - host of classroom blog
Procedure- Students will break into groups of 2-3
- One member of each group will gather the materials
- One member will be elected to do the videoing using the Flip Camera
- Students will use materials provided to investigate a way to complete all three trials - travel two feet, travel five feet and travel the length of the classroom but stop before a door or a wall. (25 min)
- When students have completed all three trials successfully and they have been successfully videoed, students will use a classroom computer or a laptop from the laptop cart to download their video onto Vimeo.com.
- Using vimeo, students will be able to edit their videos, showing the construction of their ramps and the completion of their trials.
- Once students have completed their videos, they will then upload them to the class blog.
Grouping - Students will be broken into groups of 2 or 3Web 2.0 - Students will use vimeo to download their videos from a flip camera and then post their videos to our classroom blog.
Assessment - Students will be assessed on their ability to complete the three trials, video it, edit it and upload it to the classroom blog.
Workshop 7 - Lesson Plan Template
Your name: Gretchen Mayr
Matchbox Friction
State Standards:
Physical Science (Chemistry and Physics), Grades 3-5
Forms of Energy
4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.
5. Give examples of how energy can be transferred from one form to another.
Technology/Engineering, Grades 3-5
2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.
Lesson Question: What is friction and what surfaces can be used to speed up or slow down a matchbox car?
Objectives:
Students will be able to:
Introduction: Have you ever wondered what causes cars to slow down? Why you can push a matchbox car down the hallway and it will eventually come to a complete stop? Together we will be learning about friction and how it can cause objects to stop or slow down.
Task: You are tasked with the job of doing car race trials down a surface. It is your job to come up with a way to make cars slow down and stop at certain distances, without allowing them to crash into another object.
Materials:
- Several matchbox cars of different sizes and styles
- Several large, thick books (such as encyclopedias) for elevating the foam board
- Large piece of foam board
- Beach towel
- Yardstick or other measuring device
- Masking tape
- Pencils
- Science Notebooks
- Sandpaper
- Quarters
- Lego foundation (large plastic piece with small bumps)
- 8 Flip Cameras
- Computers/Laptops
Process (include all steps of the lesson procedure):Day 1:
Day 2:
Day 3:
Conclusion: Students will have utilized the technology that they have available, to show their inquiry work with friction.
Assessments: Students will be assessed based on their ability to work in a group, use of in class work time and final video.
Assessment Rubric
(Please make sure that all digital media is linked and attributed!)
www.stoome.com
www.blogspot.com
http://www.youtube.com/watch?v=C7NPD9W0kro
Teacher Notes: